Predicative Effects of Being a Feedback Provider and Receiver on Student Question-Generation Performance

• In Event: Self-Directed and External Supports for Student Learning

Abstract

This study examined the individual and combined predicative effects of feedback provided and received on student question-generation performance. Eight fifth-grade classes (N=213) participated in the study for six weeks. Student question-generation as the learning activity and an online learning system that support the associated activities were adopted. The regression results found that the quality of feedback provided and received, respectively and in combination, predicted student question-generation performance. Significance of the study as well as suggestions for instructional implementation and future research are provided.

Authors

• Chun-Ping Wu, TamKang University

• Fu-Yun Yu, National Cheng Kung University